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At-Tarbawi: Jurnal Kajian Kependidikan Islam
Published by Universitas Islam Negeri Raden Mas Said Surakarta
ISSN : 25278231     EISSN : 25278177     DOI : -
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences
At-Tarbawi: Academic Journal on Islamic Education Studies by Islamic Education and Teacher Training Faculty, Institut Agama Islam Negeri Surakarta, Central Java, Indonesia This is an academic journal on Islamic Education Studies published twice a year. It contains articles from current research on Islamic Education field, including Islamic education, Arabic education, Islamic kindergarten teaching, Islamic elementary school teaching, Arabic language and literature, Islamic history and culture. At-Tarbawi invites scientists, academicians, researchers, and professionals in the discipline of Islamic education to submit their best manuscripts that correspond with the topics above. Articles may be written in Indonesian, English, or Arabic.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 113 Documents
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Empowering functional skills through digital literacy and ICT self-efficacy: Evidence from rural Islamic secondary schools in Pakistan Majeed, Muhammad Kashif; Ahmad, Tunku Badariah Binti Tunku; Khan, Ammar Saleem
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 10 No. 1 (2025): January - June 2025
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In response to the evolving demands of 21st-century education, the cultivation of digital competencies among teachers is critical to enhancing instructional quality and student learning outcomes. Despite growing recognition of the importance of digital literacy and ICT self-efficacy, empirical investigations into their impact on functional skills, such as communication, critical thinking, and problem-solving, remain limited, particularly within rural Islamic secondary schools in Pakistan. This study explores the extent to which digital literacy and ICT self-efficacy predict the development of functional skills among teachers in Kot Addu South, Pakistan. Employing a quantitative survey design, data were collected from 440 Islamic secondary school teachers using a structured questionnaire. Reliability and validity were ensured through expert review and pilot testing, and data analysis was conducted using descriptive statistics, correlation analysis, and t-test regression via SPSS. Findings reveal moderate digital tool utilization among participants, yet those with higher levels of digital literacy and ICT self-efficacy demonstrated significantly greater proficiency in functional skills. Positive and statistically significant correlations were observed between digital literacy and all three domains of functional skills. Although gender-based variations were minimal, both male and female teachers benefitted from enhanced digital capabilities. These results emphasize the strategic importance of fostering digital literacy and ICT self-efficacy through targeted training programs. The study provides valuable insights for educational policymakers, school leaders, and professional development designers to elevate teacher effectiveness and bridge digital inequities in under-resourced educational environments.
Integrating Islamic values and technological advancements in leadership and governance: A qualitative study of elementary school principals in Nigeria Shu‘aib, Babamole, Murtadah; Dagbo, Yusuf Mashood
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 10 No. 1 (2025): January - June 2025
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/attarbawi.v10i1.11775

Abstract

This study explores how elementary school principals in Abuja, Nigeria, integrate Islamic leadership values and information and communication technology (ICT) in their leadership styles and governance practices. As educational institutions face increasing demands for ethical leadership and digital governance, this research examines how faith-based values and technological tools converge to shape school management. The study aimed to investigate two key areas: (1) the leadership styles of school principals informed by Islamic principles, and (2) the implementation of good governance through participatory and transparent practices supported by ICT. A qualitative multiple case study design was employed, involving 12 principals from Islamic-oriented elementary schools in Abuja. Data were collected through semi-structured interviews and non-participant observations, then analyzed thematically using a coding framework based on Islamic leadership theory, transformational leadership, and good governance models. Findings revealed that principals adopted a hybrid leadership model combining Islamic ethics, such as amanah (trust), adl (justice), and shura (consultation), with transformational leadership traits, including staff motivation and collaborative vision. ICT tools such as WhatsApp, Google Forms, and digital dashboards were used to enhance transparency, stakeholder engagement, and performance monitoring, all while reinforcing Islamic values of accountability and justice. The study concludes that effective educational leadership in Islamic contexts can be both spiritually grounded and technologically adaptive.
“Bridging the digital gap”: Students’ awareness, ease of use, and self-efficacy towards online learning among university students in Nigeria Hamzat, Afeez Abiola
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 10 No. 1 (2025): January - June 2025
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/attarbawi.v10i1.11778

Abstract

The integration of online learning applications has become an indispensable innovation in 21st-century education. Platforms such as Zoom, Google Classroom, Microsoft Teams, and Canvas have facilitated internet-based learning, especially during the COVID-19 pandemic. However, the extent to which students adopt and effectively use these tools remains uneven. This study investigated undergraduate students’ awareness, perceived ease of use, and self-efficacy in using online learning applications across universities in Oyo State, Nigeria. A descriptive survey design was employed, involving 270 undergraduate students selected through simple random sampling from three purposively chosen universities. Data were collected using a researcher-designed questionnaire, validated and tested for reliability (Cronbach’s Alpha = 0.76). Descriptive statistics (mean scores) and inferential statistics (independent sample t-test) were used for data analysis. Findings revealed that students’ awareness of online learning applications was high (M = 2.64), and their perceived ease of use was positive (M = 2.63). However, their self-efficacy in using these applications was low (M = 1.90), indicating a gap between recognition and confident usage. This suggests that despite being familiar with digital platforms, many students still lack the confidence and skills needed to navigate them effectively. No significant gender difference was found in students’ self-efficacy levels (p = .42, p > .05). The study concludes that while awareness and perceived usability are encouraging, students' confidence in using online learning tools remains inadequate. It recommends enhanced access to digital infrastructure and targeted capacity-building workshops to improve self-efficacy and maximize the benefits of online learning.
The idea of ‘flipped curricula’ and letting students design their own classes: Learning from United Kingdom and Indonesian forest schools Suharto, Toto; Syaifuddin, Muhammad Irfan; Lawton, Megan J.
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 10 No. 1 (2025): January - June 2025
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/attarbawi.v10i1.11785

Abstract

The present study explores the dynamic interplay between compulsory and self-directed curricula within the unique context of “open schools,” with a particular focus on comparative cases from England and Indonesia. It aims to investigate how these schools, often referred to as jungle or nature schools, navigate the challenges of national curriculum mandates while promoting educational autonomy, inclusivity, and student-centered learning. Employing a qualitative comparative case study design, the research draws on data collected through semi-structured interviews with principals, teachers, and parents, direct classroom observations, and document analysis across six selected schools (three in each country). The findings reveal that these schools employ flexible, innovative curriculum strategies, ranging from full autonomy to hybrid compliance, while integrating nature-based and experiential learning, community governance, and culturally responsive practices. Their responses to national curriculum frameworks vary from strategic adaptation to implicit negotiation or radical autonomy. The study concludes that open schools can offer transformative models of inclusive and holistic education that prioritize developmental needs over uniform standards. Theoretically, the study contributes to debates on curriculum autonomy and inclusive education; practically, it offers insights for educators and policymakers seeking alternatives to one-size-fits-all curricula. While the study is limited to a small sample and qualitative scope, it opens avenues for further research into replicating adaptive curriculum models in diverse global contexts.
Artificial Intelligence in Indonesian Education: A Critical Review of Ethical Considerations, Implementation Challenges, and Educational Management Perspectives Raharjo, Riris Setyaningrum; Rohmadi, Samsul Huda
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 10 No. 1 (2025): January - June 2025
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/attarbawi.v10i1.12141

Abstract

This study critically reviews the ethics and challenges of Artificial Intelligence (AI) implementation in education in Indonesia, addressing a significant research gap concerning comprehensive, context-specific, and management-focused analyses. The primary purpose is to identify ethical dilemmas and practical challenges in AI integration within Indonesian educational settings and propose pragmatic solutions. Employing a descriptive qualitative approach with a critical literature review design, the study systematically analyzed academic literature and policy documents from Scopus, Google Scholar, and ERIC, published between 2020 and 2024. Data were meticulously analyzed using content and thematic analysis. Key findings reveal that while AI offers substantial potential for personalized learning and efficiency, its adoption in Indonesia is significantly hindered by pressing ethical concerns, including student data privacy vulnerabilities, the pervasive threat of algorithmic bias, and challenges to academic integrity. These ethical issues are compounded by substantial infrastructural disparities, particularly in remote regions, and a widespread deficit in digital literacy among educators and students. Furthermore, the research highlights critical educational management and policy gaps, characterized by a lack of comprehensive national strategies, clear institutional guidelines, and robust accountability mechanisms. The study concludes that successful AI integration in Indonesian education necessitates a holistic, integrated, and values-driven strategic management approach, emphasizing ethical governance, extensive capacity building, and robust policy formulation to ensure AI enhances human dignity and educational quality rather than exacerbating existing inequalities. 
Analisis Pengaruh Pelatihan dan Motivasi Terhadap Peningkatan Kinerja Guru di Kecamatan Wera jeki julkarnain
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 9 No. 2 (2024)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/attarbawi.v9i2.12181

Abstract

This research aims to analyze the influence of training and motivation on improving teacher performance in Wera District. The method used is quantitative with a survey approach. Data was collected through questionnaires distributed to 135 teachers in various schools in Wera District. Data analysis was carried out using multiple regression techniques to identify the relationship and influence of each independent variable, namely training and motivation, on the dependent variable, namely teacher performance. The research results show that training has no effect on teacher performance. Motivation has a significant positive influence on teacher performance.
Implementasi Model Dick and Carey dalam Pengembangan Pembelajaran Pendidikan Agama Islam di Sekolah Dasar Nurul Husna
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 9 No. 1 (2024)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/attarbawi.v9i1.7903

Abstract

The ability to design learning plans is a skill that every educator must have. The Dick and Carey model is a design approach that offers a systematic and structured process, in accordance with the competencies needed in Islamic Religious Education (PAI) learning. This research implements a field research model with a descriptive qualitative approach. This research was conducted at SDN 258 Voluntary Bandung City which aimed to see the results of the implementation of the Dick and Carey model in the development of PAI learning in elementary schools. The research data was obtained from interviews with Islamic Religious Education teachers and students. Observations were made on the implementation of the Dick and Carey model in the PAI learning process. Documentation in the form of a review of teaching modules. Analysis techniques include data reduction, data verification and conclusions. The results of the study stated the steps applied in the implementation at SDN 258 Voluntary including first, identifying learning objectives Second, conducting teaching analysis. Third, identify data on students' behavior and their personalities. Fourth, describe the purpose of performance. Fifth, formulate benchmark reference test items. Sixth, use relevant learning strategies. Seventh, sort and develop teaching materials. Eighth, designing and developing formative evaluations in the form of teaching and learning activities. Ninth, revise the learning program.
Implementasi Contextual Teaching and Learning (CTL) untuk Meningkatkan Critical Thinking dalam Pembelajaran Materi Agama Islam Winanda Arfian
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 9 No. 1 (2024)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/attarbawi.v9i1.8416

Abstract

Critical thinking skills are essential to face the development of the 21st century. One of the learning models that can develop critical thinking skills is Contextual Teaching and Learning (CTL). The purpose of this study is to analyze the implementation of Contextual Teaching and Learning in improving critical thinking skills in Islamic Religious Education subjects. This research was conducted using the Systematic Literature Review (SLR) method. The literature reviewed in this article amounted to eight articles found on Google Scholar, with details of five journal articles, two theses, and one thesis. The results of the study showed that the implementation of Contextual Teaching and Learning in the Islamic Religious Education learning process dominated student-centered learning by directing students to discuss problems in real life that were presented. This was able to improve critical thinking skills and problem solving. Contextual Teaching and Learning had a positive impact on improving critical thinking.
Revitalisasi PAI melalui Inovasi Teknologi: Menghadapi Era Digitalisasi Syauqi Musfirah
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 9 No. 1 (2024)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/attarbawi.v9i1.8461

Abstract

The objective of this research is to identify the updates in Islamic Religious Education (PAI) through the utilization of new technologies in the context of constant digitization. Islamic religious education plays a crucial role in the lives of Muslims. To keep pace with current developments, Islamic religious education is also adapted and redesigned to continuously align with the needs of today's society. Technology plays a significant role in these changes. Questions arising include: How can new technologies be employed in Islamic religious education in the digital era? In the age of digitization, will technological innovations have a positive impact on Islamic religious education? This research involves a literature review that examines articles, journals, and academic literature related to Islamic boarding schools (pesantren) and their development. Secondary data from relevant books and research findings are used as data sources. The data collection method employed is a literature review. The findings of this research indicate that the digital era should be seen as a golden opportunity to maximize the potential of Islamic religious education and educate a generation with strong moral values and character. Thus, Islamic religious education will be able to play its role and strengthen its presence in the midst of global civilization by offering creative solutions in the field of education both in the present and the future.
Improving Scientific Literacy of Muslim Higher Education Students through Social Media Novitsa; Hakiman
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 9 No. 1 (2024)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/attarbawi.v9i1.8694

Abstract

This paper explores social media as a means to improve the scientific literacy of Muslim higher education students. A qualitative study was conducted with data collected from interviews, observations, documentation, forum group discussion, and questionnaire. Triangulation method was used to validate the data, while interactive analysis was performed to analyze the data. This study demonstrates that Muslim higher education students were familiar in using social media to improve their knowledge regarding the inclusiveness of Islam. In this context, three major types of media were social media networks (WhatsApp and Facebook), sharing media (Instagram, YouTube, and TikTok), and blog and microblog (blog and Twitter). Nevertheless, social media brought adverse impact on the management of lecture materials, triggered self-insecurity, and spread hoax or fake news.

Page 11 of 12 | Total Record : 113

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